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3 Disclaimer Neither the European Commission nor any person acting on behalf of the Commission is responsible for the use which might be made of the following information. The views expressed are those of the authors and do not necessarily reflect those of the European Commission. Nothing in this brochure implies or expresses a warranty of any kind. Results should be used only as guidelines as part of an overall strategy. European Commission, Reproduction is authorised provided the source is acknowledged. Imprint This brochure has been prepared by empirica Gesellschaft für Kommunikations- und Technologieforschung mbh on behalf of the European Commission, Directorate General GROW - Internal Market, Industry, Entrepreneurship and SMEs. It is a publication of the European Initiative on e-leadership under the service contract European Guidelines and Quality Labels for new Curricula Fostering e-leadership Skills (www.eskills-guide.eu) Editors Editors: Simon Robinson, Werner B. Korte, Tobias Hüsing, empirica GmbH Design & Layout: Printed in Germany 03

4 04 e-leadership

5 Foreword If Europe is to compete, grow, and generate jobs, it must address the current acute shortage of people capable of leading the innovation needed to capitalise on advances in information and communication technologies (ICT). Economic growth to create jobs requires that innovation opportunities are identified and effectively exploited. This in turn demands good e-leadership skills. These are the skills that can lead towards staff designing business models and taking advantage of innovation opportunities, making best use of ICT, and delivering value to their organisations. The EU e-skills strategy is a key component of the drive to boost competitiveness, productivity and employability of the workforce by addressing the digital skills needs of the European industry. It helps to improve framework conditions for innovation and growth and for new digital jobs. And it makes sure that the knowledge, skills, competences, and inventiveness of the European workforce meet the highest world standards, and are constantly updated through effective lifelong learning. In 2013, the European Commission launched the Grand Coalition for Digital Jobs to intensify and accelerate its efforts to fill the digital skills gap. Within the e-skills strategy, the development of e-leadership skills have benefited from the launch by the Commission of a dedicated initiative. This new initiative has been very much welcomed by leading stakeholders. It started initially in 2013 with a focus on large enterprises and was enlarged in 2014 to include also small and medium sized enterprises, gazelles and start-ups. It will be sustained and scaled up in the years to come. Very interesting and promising results have been achieved so far and numerous stakeholders are inviting the European Commission and Member States to increase their support to the development of e-leadership skills. In particular, the report of the European Policy Forum on Digital Entrepreneurship (March 2015) on the digital transformation of European industry and enterprises recommends to further promote the importance of digital leadership and declares that e-leadership skills content should be developed and built into all general management training and educational programmes for business leaders and senior public officials. There is a strong agreement about the urgency in the digital age of a joint Europe-wide effort to scale up the supply of e-leadership skills across all industrial sectors and enterprises. Michel Catinat Head of Unit Key Enabling Technologies and Digital Economy DG Internal Market, Industry, Entrepreneurship and SMEs European Commission 05

6 e-leadership The e-leadership Challenge Europe needs e-leadership skills for innovation and growth In ensuring adequate growth and quality jobs, Europe is faced with a significant shortage of e-leaders, people capable of driving successful innovation and capitalising on advances in information and communication technologies (ICT). Economic growth to create jobs relies on innovation opportunities being identified and effectively exploited, and this in turn requires good e-leadership skills. These skills enable people to lead staff towards identifying and designing business models and exploiting key innovation opportunities, making best use of ICT and delivering value to their organisations. European Commission initiatives The European Commission has already responded to widespread inadequacies flagged up by European stakeholders in the current availability of e-skills, skills relating to ICT. It has launched initiatives that promote e-skills in Europe and increased professionalism among ICT practitioners. The focus has moved on from bridging the gap between e-skills demand and supply, and now concentrates on the skills gap in e-leadership. e-leadership skills e-leadership skills include the knowledge and competences necessary to initiate and guide ICT-related innovation at all levels of enterprise, from start-ups to the largest of corporations, private and public. Demand is growing throughout European industry for high-quality e-leadership that can exploit and organise ICT innovation to deliver business value. Research confirms a significant shortage across Europe is significant. ICT workforce development in Europe in 2013 compared to 2011 and forecast for 2015 Management, architecture and analysis 29.2% 33.8% Core ICT practitioners - professional level 4.3% 7.9% Other ICT practitioners - professional level -21.2% Core ICT practitioners - associate/technician level 5.9% 9.9% Other ICT practitioners - associate/technican level -27.1% 2013 / 2011 Total 0.3% 3.1% forecast 2015 /

7 Actions taken Closing the e-leadership skills gap requires improvements in Europe s educational ecosystem, through: better processes for generating educational offers that meet the demands of stakeholders, encouragement for new course design and content, strengthened communication in the development and deployment of e-leadership skills. New skills for new technology Continuous innovation in ICT applications brings opportunities for competitiveness and growth for European enterprise, but also challenges Europe to provide the understanding and skills that will make it possible to grasp the opportunities. The new wave of ICT innovation - with the confluence of social, mobile and cloud technologies, the rise of Big Data, and the new analytics to create value - comprises many trends that are expected to affect demand for e-leadership skills over the next decade. The trends we identified have significant disruptive potential - rapidly advancing technologies, with broad impact, and significant value. These will dramatically change market balance, and profoundly affect the skills balance. Operational ICT skills will be less in demand, but there will be increased need for specialized design and deployment skills for new digital services. e-leadership skills are needed to identify and exploit these new opportunities for business growth. Technology trends Mobility: The rapid penetration of mobile devices and technologies, and leveraging mobile solutions in the business environment. Cloud computing: the disruptive delivery model of IT software and services, based on flexible and on-demand business models. Big data analytics: new technologies and architectures that extract value efficiently from large volumes of a variety of data through high velocity capture, discovery, and/or analysis. Social media technologies: within and outside enterprises, deploying social marketing techniques and facilitating collaboration and knowledge sharing. Internet of Things: A dynamic global network infrastructure with self-configuring capabilities based on standard and interoperable communication protocols where physical and virtual things have identities, physical attributes, and virtual personalities, use intelligent interfaces, and are seamlessly integrated into the information network. Secure systems: given the increasing dependency of European organizations on ICT systems, and the growing complexity of connected environments, there is strong demand for and diffusion of software and tools to ensure IT systems security at all levels. Microelectronics and parallel systems: the increasing diffusion of multicore/manycore technologies is revolutionising the semiconductor industry and affecting the dynamics of all microprocessor end user markets. The move to parallelism poses challenges to software development and requires a change of tools, systems and methods of software design and development. Convergence: Over and above the impact of each trend, the convergence of these new technologies has a cumulative effect on market structure; their joint exploitation places yet greater demands on e-leadership competence. 07

8 e-leadership e-leadership forecast A survey of enterprises carried out in 2013 identified and quantified enterprises that successfully implemented innovative IT projects, and explored how many employees in and outside of IT departments were initiating and leading these projects. On this basis, the needs for a European e-leadership workforce in the EU28 are estimated at between 568,000 (number of persons successfully proposing innovative projects using IT) and 802,000 (leading projects for innovative projects using IT). About 40% of e-leaders are found within IT departments and 60% outside. E-Leaders in SMEs account for 70-75% of the total. the most highly skilled ICT positions, for which such estimations exist. IDC and empirica have forecast demand for highly skilled ICT occupations to rise by an annual average 4.6% until It seems reasonable to assume that demand for e-leadership is closely coupled with highest skilled ICT jobs. Demand in 2015 is estimated to range from 620,000 to 875,000 by applying a 4.6% growth rate, to be between 776,000 and 1,096,000 in e-leadership job demand forecast for the EU e-leaders: Jobs and demand potential 1,200,000 1,000, , , , , , , , , , , , , ,000 1,009, , ,000 1,096,000 1,053, , ,000 Lower bound Upper bound With demand for 2013 established, forecasting for e-leadership demand must rely on estimated growth rates, because little market data is available for e-leadership vacancies or future hiring. We use an analogy with Taking account of expansion (new jobs) demand and replacement (because of retirements etc.) demand, Europe will consequently need between 200,000 and 350,000 additional e-leaders by 2020, or between 40,000 and 70,000 per year. 08

9 Europe needs thousands of new e-leaders every year The European e-leadership workforce has recently been estimated at between 570,000 and 800,000 individuals. In light of IDC and empirica estimates of an increase of an average 4.6% until 2020, the figure shows demand potential for 776,000 e-leaders in 2020, applying only conservative projections. National correspondents in all Member States carried out a systematic search in early 2013 for e-leadership educational programmes on offer. The results show that Europe has been through a boom in cross-disciplinary programmes at Masters Level combining business and IT, but mainly for career entrants. There is a job to do! European e-leadership higher and executive education landscape 2013 Combination programmes 1091 Professionally oriented 494 Potential candidate programmes 47 Candidate programmes 21 Programmes (a) at postgraduate level combining ICT + business... and (b) targeted at those with professional experience not fulltime on site... and aimed at senior management with very high technical standard... and entry requires significant business experience + alumni mission: to transform business On these estimates Europe will need at least 315,000 additional e-leaders by 2020, including replacement demand, or 40,000-73,000 per year. This presents a strong challenge to the current educational ecosystem. Programmes in short supply Only 21 programmes were found in Europe that deliver e-leadership programmes as stakeholders had defined them delivering the capability to lead experienced executives in business transformation. The e-leadership challenge Demand is growing throughout Europe to accelerate innovation, strengthening competitiveness, driving growth in the economy and creating jobs. A major factor in innovation performance is the strength of leadership, particularly to take advantage of new opportunities in ICT. But the supply of e-leadership skills is well below demand, and a coordinated response is needed. 09

10 e-leadership Responding to Demand Objective and approach The e-leadership Initiative was launched by the European Commission, with an initial focus on e-leadership skills for large enterprises. The objective is to develop, demonstrate and disseminate European guidelines and quality labels for new curricula that foster e-leadership skills. The guidelines were developed using results from surveys, stakeholder input, and analysis of best practice in cooperation with world class business schools. The guidelines have been used across Europe, and have gained wide acceptance, as well as proving useful to stakeholders. Target improvements Freddy Van den Wyngaert VP, CIO, AGFA ICS Agfa has implemented a major and very successful transformation of its business and is determined to continue this success by ensuring executives bring with them the best in e-leadership skills. Major improvements will flow from scaling up best practice in communication of market requirements, content transparency and the award of quality label. The focus is on e-leadership skills for people in resource-rich positions in enterprises, where executives are able to mobilise significant human and other resources. Such executives, including CIOs and related C-level posts, guide the top echelons of the human resources of an enterprise, and take direct responsibility for business, innovation and competitiveness. Leading large enterprise innovation The first phase of the e-leadership Initiative focuses on the leadership needs of top decision-makers in larger enterprises. These executives oversee portfolios comprising both well-defined and emergent innovation opportunities. Their pursuit of innovation requires engaging highly qualified staff, many of whom need assistance to reach the necessary excellent understanding of ICT and its potential value. Małgorzata Ryniak VOLVO, Information Technology Volvo is investing in our IT people so that they are being empowered to lead for us. The greater quality and coherence in the offers of e-leadership education in Europe the Commission has initiated is very attractive to us. Specific skills include the rapid, disciplined assessment of business cases and risks, while encouraging the creativity needed to design new business models and exploit innovation opportunities. European Commission action for closing the e-leadership skills gap As part of the Commission e-leadership Initiative, guidelines have been developed for curricula to deliver e-leadership in enterprises. The approach supports the characterisation of those skills required for e-leadership in enterprise decision-making, and the definition of learning outcomes appropriate to action in key roles, up to C-level. Curriculum profiles are generated that define the target content and educational experiences to be included in e-leadership curricula offered by institutions of higher and executive education. Quality can easily be maintained if demand-side understanding of skills requirements at the workplace is fed back to providers. Feedback from alumni will help maintain attractiveness of delivery and content and provide additional information on developing leadership requirements in work. 10

11 Cristina Alvarez CIO Telefonica Spain The Commission initiative to improve the supply of e-leadership competences is of great interest to us; we expect to make significant use of programmes which deliver these competences. Implementing the guidelines provides transparency to enterprises seeking e-leadership and to professionals wishing to engage in further education with the prospect of more responsibility for and success in business transformation. Pascal Buffard President of CIGREF and Chairman of AXA Technology Services For CIGREF, the e-leadership theme is a top 10 challenge for leaders and managers towards Leading digital transformation means first the capability to develop a strategic vision related to digital with all stakeholders. CIGREF encourages the intensification of actions related to the promotion of e-leadership in Europe towards all economic actors. Demonstrations with different business schools and universities in Europe showed in practice how curriculum profiles, combined with quality criteria, can help evaluate programmes provided by higher educational institutions and business schools. Encouragement has been give to developing and improving up-to-date educational offers that can increase the supply of experienced and highly qualified leaders in ICT-based innovation in the private and public sector. Jeanne Bracken General Manager & Publisher, LID Editorial Spain A key is flexible and collaborative learning formats. Let s be realistic, we re unlikely to create innovative leaders with traditional methodology! The online opportunity - MOOCs for e-leadership Innovation in teaching can help to scale up delivery of e-leadership skills while keeping programmes affordable, and online course provision is an attractive alternative. However, the results are not yet fully visible of the investment to date in massive open online courses (MOOC) in fields related to e-leadership in Europe and the USA,. Most universities have a programme at Master s level on ICT and management, but even in the USA these are taught traditionally, on site. MOOCs today offer courses at a relatively elementary level, typically with learning objectives that have remained stable for years - not a characteristic of ICT fields. There are still very few online programmes that combine ICT and business skills. Most of the offer is of isolated, short, quick-fix pills lasting under an hour. These are neither integrated into nor provide credits for larger programmes. 11

12 e-leadership Foundations Best practice in e-leadership education The guidelines for e-leadership curricula have been built on existing European and world best practice. A key input has been the excellent EuroCIO programme for executive education. A hierarchy of modular programmes deliver leadership and professional qualifications. Best practice in e-leadership education from EuroCIO reward life-long learning, enhancing skills among those already employed and with experience, especially for enterprise architecture, strategy and innovation; ensure programmes on offer are based on stable but flexible curricula which are vendor neutral. encourage academia, business and public sectors to engage regularly and focus on complementarities rather than differences; allow academia to ensure the relevance and durability of the curriculum approach; MBA in Corporate Information Management EuroCIO Executive MBA in CIM Professional programmes Modular courses EuroCIO Professional Programme in IT Governance EuroCIO Professional Programme in IT Strategy Mgmt EuroCIO Professional Programme in Demand Mgmt Professional Programme in Business & Enterprise Architecture In the education approach, curriculum development results from negotiation in a committee of industry representatives and business schools. Individual committees deal with specific programmes. New techniques have been deployed to scale up this programme to supply the numbers Europe requires. INSEAD Curriculum Guidelines The e-leadership Initiative builds on the conclusions of the INSEAD study European e-competence Curricula Development Guidelines comprising policy and institutional guidelines across the full e-skills domain. The policy guidelines are to: encourage industry to strengthen personal development and provide incentives for life-long learning e.g. by inclusion in performance rating. The institutional guidelines for successful curriculum development recommend: (1) creating an appetite among potential students; (2) ensuring relevance to industry and potential employers; (3) designing curricula as a set of modules, making them easy to combine with other curricula and fostering multi-disciplinary approaches; (4) anticipating graduates need to keep knowledge up-to-date; (5) monitoring the curricula design and delivery process for constant improvement. 12

13 The approach to scaling-up e-leadership skill provision takes full account of these guidelines. The e-leadership Initiative elevates the INSEAD ideas to the level of a portfolio of new curricula delivering e-leadership skills, embedded in a sustainable, living quality assurance framework. This framework ensures an ongoing match between course content and innovation and leadership requirements across economic sectors and all sizes of organisation. The European e-competence Framework The multi-skill concept of e-leadership and its relevance for future economic and social development in the European economy has been widely confirmed by stakeholders in the field. The curriculum profiles respond to stakeholders insistence that curriculum guidelines should leverage the improved market transparency of links to the e-competence Framework. Each curriculum profile is mapped to the European e-competence Framework, and makes clear which e-cf competences are improved by compliant programmes. Guidelines for new curricula Scaling up supply of e-leadership skills Scaling up the supply of e-leadership skills requires mechanisms that address a lack of transparency in the content of programmes offered. Programmes are not easily compared, so trust in offers is limited. Recognition from a trusted source is a well-tried mechanism to engender trust, unleash action, and accelerate the flow of e-leadership skills. Invigorating the e-skills development ecosystem Scaling up the approach requires a clear analysis of locations and processes where improvements in transparency and comparability can be provided. It also needs clear specification of how alignment to requirements of innovation leadership in the large enterprise workplace can be guaranteed, and of how clear signals can be given that certain educational offers deliver against these requirements. The e-leadership skills development ecosystem provides an appropriate analytic framework. Summary of the roles of transparency, comparability and trust in supporting programme recognition Create transparency Create comparability Create trust Provide recognition Increase educational supply; accelerate flow of e-leadership skills 13

14 e-leadership Prof. Dr. John Board Dean of Henley Business School Henley, with its strong research and teaching tradition, has made direct contributions to the e-leadership initiative, adapting key programmes to meet requirements set by e-leadership Curriculum Profiles. The guidelines and quality labels centre on a portfolio of e-leadership curriculum profiles, flanked by quality assessment and stakeholder interaction, incorporating effective feedback channels. Curriculum profiles bring Eduardo Vendrell President, Conferencia de Directores y Decanos de Ingeniería Informática and Professor at Universitat Politècnica de València In my role as President of the Spanish Council of Deans of Informatics Degrees (CODDII), I m committed with the e-skills and e-leadership initiative, supported by the European Commission. transparency and comparability of educational offers to stakeholders in the ecosystem. Institutions of higher education and business schools are provided with the means to align programme learning outcomes to corporate demand for skilled executives in a way transparent to employers and future e-leaders. The e-leadership Curriculum Profile The e-leadership curriculum profiles, which are key to the guidelines on new curriculum development, are developed by a team of academics and industry representatives supported by education experts. The profiles provide comparability across programmes bringing transparency into the e-skills ecosystem. They describe and expose demand for e-leadership skill sets, and help curricula to keep up with a changing environment. The profiles are simple in structure and require few resources for maintenance and use - in line with the economic climate. Solutions today must be lightweight! The e-leadership skills development ecosystem SUPPLY SYSTEM GUIDELINES and QUALITY LABELS DEMAND SYSTEM Higher & Executive Education Institutions Programmes Stakeholder Interaction Feedback Channels Portfolio of Curriculum Profiles Enterprises - seeking leadership for innovation programmes using ICT Quality Criteria & Assessment 14

15 Silvia Leal Academic Director, IE Business School IE Business School was among the first in Europe to apply the e-leadership guidelines to our higher education courses and we strongly recommend that other universities and business schools use the e-leadership Curriculum Profile approach. Adam Dzidowski University of Technology Wroclaw, Faculty of Computer Science and Management Wroclaw University of Technology Prof. Dr. Renaud Cornu Emieux Directeur, l Ecole de Management des Systèmes d Information de Grenoble, Chair Orange GEM «Digital Natives» For the coming year, the chair Digital Natives Orange-Grenoble Ecole de Management and EMSI will lead the development of modules and certificates in e-leadership for students of the main curriculum of Grenoble Ecole de Management (GEM). These modules and certificates will be for students and working professionals. The most important part of the e-leadership package is its reflexive potential and how it can be used to pose the right questions about the existing programmes. Components of an e-leadership curriculum profile Title Rationale Sample Roles Meaningful name of the curriculum Profile Short description of relevance and demand Indication of typical roles in working environments Core Content The main topics related to this type of profile Learning Outcomes Knowledge, skills and competences Competences Mapped to e-competence Framework 15

16 e-leadership Example of an e-leadership curriculum profile: Business Enterprise Architecture Title Rationale Entry Profile Core Content Learning Experience Sample Target Roles e-leadership Curriculum Profile Business and Enterprise Architecture Market Demand Companies, particularly those with international operations, need to deal with complexity since this increases risks and costs, and to be agile in reacting to market changes. Designing a business to achieve these goals needs both business and ICT architectural skills. The Business & Enterprise Architecture curriculum addresses these challenges and aims to increase the capability of experienced professionals to engage with key stakeholders in linking strategy, architecture, change and value. The focus is both on developing professional competence and enhancing behavioural skills. Programmes based on this profile typically require participants who already have practical experience in IT enabled business change roles. The lifecycle of a business and enterprise architecture as an enabler of business s trategy and execution, with the links to inter-related functions: Strategy & Enterprise Architecture Enterprise Architecture Solutions Implementing Enterprise Architecture Combine theory instruction with facilitated group review of best practices strongly set within an organizational context Provide opportunity for students to use experience and insights from the curriculum in their working environment Enterprise Architect Business Architect Learning Outcomes Create architectural designs that help innovate business and operating models Exploit digital trends to develop target model architectures Envision and drive architectural change for business performance Influence architectural stakeholders across boundaries Build architectural capability and lead inter-disciplinary staff e-cf competency Level A.1 IS and Business Strategy Alignment 4 A.5 Architecture Design 5 A.7 Technology Trend Monitoring 4 A.9 Innovating 4 E.7 Business Change Management 4 e-leadership Understanding A.3 Business Plan Development B.6 Systems Engineering C.3 Service Delivery E.2 Project and Portfolio Management E.3 Risk Management E.9 IT Governance Each curriculum profile has a name and a concise justification of its place in the portfolio, listing the roles it qualifies for, and summarising content. The core of each profile comprises the learning outcomes from completion: the knowledge, skills and competences which a programme delivers to shape e-leadership skills. All the profiles developed in the first phase of the initiative deliver the core competences for e-leadership in large corporations. Learning outcomes are fully referenced to the e-competence Framework, to offer maximum transparency and to leverage existing self-assessment and human resources planning. 16

17 Aligning programmes to curriculum profiles will accelerate skills flow, by meeting the requirements of stakeholders for: inspiring higher and executive education to develop new programmes leveraging academic expertise don t tell them how to teach,... leave them to incorporate the latest research exposing the results wanted, the learning outcomes in demand. Adoption of the Guidelines and supply of conforming programmes will impact executive training and hiring decisions provide transparency to aspiring e-leaders and guide choice of further education. The approach takes full account of different sets of e-leadership skills for different roles. The e-leadership portfolio Industry and higher education have provided version 1 of three profiles: Business and Enterprise Architecture Information Security Governance and Innovation and Transformation through ICT. Marco Ferretti C.I.N.I National Consortium of Italian ICT universities ICT competencies Lab and Professor, University of Pavia The CINI Lab on ICT competencies envisions the possibility to launch the collection of a wide set of assessments of university programmes against the e-leadership curriculum profiles and is ready to further support the e-leadership initiative. Curriculum profiles adapt to shifts in requirements, and new profiles are generated where scope proves too narrow. Programme providers can analyse their offers and use a profile to adapt them, or design them from scratch, using a simple self-evaluation tool. The prototype of a tool is available to support the structured comparison of a single education programme against a curriculum profile, building on quality criteria and producing an assessment report on an education offer. A higher and executive education institution can evaluate its programme and publish results on the web to inform aspiring executives and management recruiting or training e-leaders. For added confidence, a quality label has been defined based on lightweight independent assessment, reusing existing certification. Filomena Ferrucci Professor, Università di Salerno, Fisciano (SA), The University of Salerno has activated a new study programme to address the needs of professionals for competencies both in information technology and business which enable them to drive change and innovation, to be e-leaders. This programme meets the e-leadership guidelines, showing it addresses industry requirements. The Quality Label for e-leadership The Quality Label for e-leadership education comprises criteria, processes and a label management system embedded in a governance structure with light management. Independent quality assessment takes full account of existing accreditation, and maximum use is made of previous assessments and investigations of national systems of accreditation. Birgit Hanny Board Member, ASIIN ASIIN supports the e-leadership initiative and its Curriculum Profiles as instruments for developing high quality education offers at academic level. 17

18 e-leadership A prototype for online transparency in education The e-leadership Curriculum Profiles A prototype web environment demonstrates the guidelines and the new approach to curriculum transparency and comparability. This environment can support recognition, stakeholder interaction and feedback with a minimum of administration. The diagram shows how three curriculum profiles could be presented so that anyone interested can access detailed specifications and full understanding of content. The prototype web environment supports interactive presentation of each curriculum profile in the portfolio. Each profile conveys clear learning outcomes, and has a rationale and core content. It specifies the appropriate learning experience, shows the link between learning outcomes and the corresponding e-cf competency, and specifies under e-leadership understanding the subjectmatter the e-leaders must understand well enough to lead others in performance, rather than to perform themselves. Prototype presentation of a portfolio of e-leadership curriculum profiles 18

19 Prototype presentation of an e-leadership curriculum profile Publishing the complete curriculum profile increases transparency, and helps ensure it is kept up to date. To reduce administrative overhead, logos and all material are provided directly by the educational institutions. Programme owners also carry out evaluations, using simple tools to map their programme to a Curriculum Profile. Employers and alumni can register to engage in collaborative improvement. Programme evaluations and curriculum profiles - are exposed to feedback from stakeholders and knowledge holders. The target is moving. With this direct feedback, maximum agility is maintained so that necessary changes can be quickly triggered. 19

20 e-leadership Transparency through recognition To ensure transparency of individual educational offers, institutions of higher education and business schools might register and submit an evaluation of their programmes against a curriculum profile. Each element of the mapping of individual programmes to a profile can be captured as fully or partially compliant, and this delivers transparency and builds a strong framework for comparability of educational offers. Presenting the quality approach In providing a quality label, the claim or standard for the measurement must be clear. The claim for programmes that are compliant with a recognised e-leadership curriculum profile is easy to accept. Prototype presentation of a self-evaluation tool 20

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